Conceding that results in the school are not so tangible as
the results in the factory, still we have developed methods of
estimating results in the school that have convincing weight with the
efficiency expert. We can estimate results in school work with
sufficient accuracy to enable us to assess teaching values with a goodly
degree of discrimination.
=Possibilities.=--It would be a comparatively simple matter to compute
in days and weeks the time lost during the year by the thirty-minute
teacher, and then estimate the many things that the pupils could
accomplish in that time. If the thirty-minute teacher could be
transformed into a ten-minute teacher, the children could have three
more hours each day for play, and that would be far better for them than
the ordeal of sitting there in the class, the unwilling witnesses, or
victims, of the time-wasting process. Or they might read a book in the
two hundred minutes and that would be more enjoyable, and the number of
books thus read in the course of a year would aggregate quite a library.
Or, again, they might take some additional studies and so make great
gains in mental achievements in their twelve years of school life. Or
they might learn to work with their hands and so achieve self-reliance,
self-support, and self-respect.
=Conservation.=--In a word, there is no higher type of conservation than
the conservation of childhood, in terms of time and interest.
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